Teaching Plan

SMA Negeri 5 Kota Bengkulu

Curriculum

Upon arriving at SMA N 5, we were introduced to a new educational curriculum for senior high school students. It is the Merdeka Curriculum (translated as the "Independent Curriculum"), a transformative educational framework in Indonesia aimed at fostering student-centered learning and flexibility. Implemented in various educational levels, including Senior High Schools (SMA), it emphasizes the development of critical thinking, creativity, and real-world problem-solving skills, aligning with the needs of 21st-century learners. This enables the students to independently choose their preferred field of studies, whether it is in Sciences, Social Studies, or the like. The independent curriculum is also reflected in the teaching methods of the teachers, where students learn by doing.

Since the curriculum is promoting student-centered learning, it is easier for the teachers to construct lesson plans, instead, they are focused on the execution and the authentic assessments that they should prepare for the students to retain the knowledge.

Teaching Plan

Identifying Learning Objectives

In the creation of a teaching plan, it is essential to identify the learning objectives, specifically targeting improving communication skills (speaking, listening, reading, and writing), developing critical thinking through analyzing texts, and enhancing creativity through language use. This is grounded in the curriculum's main focus, practice and experimentation.

Incorporating Student-Centered Activities

In the Kurikulum Merdeka, it is vital to incorporate activities that allow active engagement and collaboration. It is also important to incorporate project-based learning where students will brainstorm unique ways to showcase their creativity and innovation. Other examples of activities:

Reading Activity: Assigning a short story. Students read and identify key elements like theme, characters, and setting.
Group or Pair Discussion: Students collaborate to analyze the story and discuss their interpretations.
Presentation: Each group presents their analysis and answers questions from peers.

Designing Flexible Assessments

The assessments shall be based on competencies rather than traditional tests. For example:

Providing rubrics for group presentations and projects.
Peer and self-assessments for collaborative tasks.
Written reflections on learning experiences.

Aligning with Differentiated Learning

A salient point that shall be targeted is to adapt the lesson being delivered for diverse student needs and abilities:

Provide visual aids, simplified texts, or extra guidance for students needing support.
Offer advanced materials or challenges for higher-achieving students.

This is where the beauty of education lies, the ability to cater to the needs of diverse learners with diverse needs.